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An excellent toolkit of resources to support providers produced by EECERA. The education toolkit is a global play based resource for children aged 2-7 years that aims to approach and mitigate the challenges that refugee or migrant children may face in their new country. It aims to support early years educators by introducing ideas and concepts about refugee and migration experiences in a trauma informed way.

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The education toolkit is a global play based resource for children aged 2-7 years that aims to approach and mitigate the challenges that refugee or migrant children may face in their new country. It aims to support early years educators by introducing ideas and concepts about refugee and migration experiences in a trauma informed way. The toolkit is based on the themes of the international event produced by the organisation Good Chance - 'The Walk'

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The education toolkit is a global play based resource for children aged 2-7 years that aims to approach and mitigate the challenges that refugee or migrant children may face in their new country. It aims to support early years educators by introducing ideas and concepts about refugee and migration experiences in a trauma informed way.

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Links to services including; clutural differences, settling in, language line, developing communication, developing play & learning, partnerships with parents, celebrating cultural diversity.

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English as an additional language (EAL) for Early Years - Schools

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Definiton, FAQs, Language Line for early years and childcare settings, plus information on cultural differences, settling in, and some top tips

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Language Line access for Early Years (INTRAN)

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Language Line access for Early Years (INTRAN)

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Language Line is a telephone interpreting service that connects via telephone individuals who wish to speak to each other but do not share a common language. The telephone interpreter converts the spoken language from one language to another, enabling listeners and speakers to understand each other. This service is FREE to all early years providers in the private, voluntary and independent sector including childminders. The actual cost of using language line is paid for by Norfolk County Council Early Years Team. Telephone interpreters are charged per minute of interpreting and it is important you make sure you contact the Early Years Advice Line following any use of this service to inform them of the actual time of any conversations.

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What is Language Line?

Language Line is a telephone interpreting service that connects via telephone individuals who wish to speak to each other but do not share a common language. The telephone interpreter converts the spoken language from one language to another, enabling listeners and speakers to understand each other.

Why we sometimes need to use professional interpreters

If it is clear an interpreter is required, then it is strongly recommended a professional interpreter be used. Failure to provide, or failure to provide the right standards of interpretation, could lead to worse outcomes and ultimately higher costs for both service users and your organisation. Research shows using friends, family members (it is always inappropriate to use children) or untrained/unqualified interpreters often risks compromising accuracy, misinterpretations, neutrality, omissions, additions and may result in breaches of confidentiality.

Language Line uses professional qualified interpreters ensuring both parties are able to communicate their needs clearly.

It is important to consider/provide a Language Line interpreter when:

A non-English speaker indicates that an interpreter is needed

The person does not appear to understand what you have said

The person cannot communicate fluently in English

In some cultures it may be polite to say yes even if the question s not understood

Telephone interpreters (Language Line) can be used for:

Obtaining accurate essential information prior to admission

Routine noncomplex meetings

Short interviews, including unplanned emergencies

Giving updates on progress

Reminders of pre booked appointments

Contacting parents at home

Cancelling or explaining events

Accessing languages that are difficult to source

How much does it cost?

This service is FREE to all early years providers in the private, voluntary and independent sector including childminders. The actual cost of using language line is paid for by Norfolk County Council Early Years Team. Telephone interpreters are charged per minute of interpreting and it is important you make sure you contact the Early Years Advice Line following any use of this service to inform them of the actual time of any conversations.

Information you will need when using Language Line

Access code - available from the early years advice line

Name of your organisation

Your name and language needed

Your clients telephone number, if they are not with you

Context of the conversation

How to use the telephone interpreting service
The non-English speaker IS with you:

1. Dial 0800 169 2694

2. Give ID code and organisation name to operator

3. Request language

4. Non-English speaker connected to interpreter

The non-English speaker is NOT with you:

1. Dial 0800 169 2694

2. Give ID code and organisation name to operator

3. Request language

4. Give non-English speaker's phone no. to operator

5. Operator calls non-English speaker

6. Non-English speaker connected to interpreter

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Language Line is a telephone interpreting service that connects via telephone individuals who wish to speak to each other but do not share a common language. The telephone interpreter converts the spoken language from one language to another, enabling listeners and speakers to understand each other.

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How to use it and what to expect if you haven't used it before - a helpful short video to watch. Use of Google translate is another tried and tested tool, free to access and easy to use when with the non-English speaking person.

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Interpretation Services Available to Schools

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Applying for a place in a Norfolk Early Years setting - (in Ukrainian)

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Applying for a place in a Norfolk Early Years setting - (in Ukrainian)

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Ukrainian translation - Information to help families understand how they can apply for a place in an early years setting in Norfolk.

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Applying for a place in a Norfolk Early Years setting - (in English)

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Applying for a place in a Norfolk Early Years setting - (in English)

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English publication - Information to help families understand how they can apply for a place in an early years setting in Norfolk.

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Parent, Baby & Toddler Group Norfolk Information (in Ukrainian)

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Parent, Baby & Toddler Group Norfolk Information (in Ukrainian)

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A brief explanation about Parent, Baby & Toddler Groups in Norfolk - how they work, what they offer & cost etc. A Ukrainian translation.

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Parent, Baby & Toddler Group Norfolk Information (in English)

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Parent, Baby & Toddler Group Norfolk Information (in English)

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A brief explanation about Parent, Baby & Toddler Groups in Norfolk - how they work, what they offer & cost etc. An English version.

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(English) Parent, baby and Toddler groups info

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Information on the NASSEA assessment framework which has a specific section for Early Years. (Purchasable from the website)

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The Framework is a cross-curricular tool which helps practitioners to observe, document and accelerate the ways bilingual pupils start to use English as a tool for learning in school, then continue to develop their use of English through all their subject areas.

It describes the development of communicative behaviour in class and language for learning through listening, speaking, reading and writing. It also includes some aspects of personal development likely to be significant for bilingual learners, such as readiness to speak to others in the classroom.

It is important to note that the framework is not a tool to be used to assess other languages the pupil may speak. NASSEA supports the continuing use and development of pupils' other languages, and reference is made to using skills in these languages, but this tool is only for assessing English as an Additional Language.

The Framework has been developed to help practitioners to become more aware of the progress of their EAL learners through formative assessment.

The NASSEA EAL Assessment Framework has been made to support practitioners and their pupils. This highly popular and effective tool is easy to use for mainstream teachers and specialist EAL staff alike.

Even if you have no previous EAL experience, our Framework will help you track pupil progress, set appropriate targets and accelerate learning.

You can purchase the framework from our online shop.
Buy now

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The Framework is a cross-curricular tool which helps practitioners to observe, document and accelerate the ways bilingual pupils start to use English as a tool for learning in school, then continue to develop their use of English through all their subject areas.

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Norfolk Early Childhood & Families Service

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Norfolk Early Childhood & Families Service

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Norfolk’s Early Childhood and Family Service (ECFS) offers support for all parents and carers with children aged 0 to 5 years. Get in touch - call 0344 800 8020, email ecfs-families@actionforchildren.org.uk,

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The Early Childhood and Family Service (ECFS), offers support to 0-5-year-olds and their families in Norfolk. We have commissioned Action for Children to deliver additional support.

Everyone can:

Our early childhood community fund scheme can also help you set up new groups in the future.

If you need extra help or someone to talk to

Sometimes families need a little extra help or support. ECFS teams are trained to support you.

To ask for extra help call 0344 800 8020, email ecfs-families@actionforchildren.org.uk or
Request support from the Early Childhood and Family Service
For professional use only

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early childhood and family service norfolk

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Early Childhood and Family Service (ECFS) - Norfolk County Council

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From 1 October 2019, the Early Childhood and Family Service (ECFS) will offer support to 0-5-year-olds and their families in Norfolk. Families will be able to get advice and guidance online, attend ECFS events and speak to a member of the ECFS team. The ECFS teams are trained to support families.

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Refugee children in childcare, a HiMama Podcast

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Refugee children in childcare, a HiMama Podcast

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Early childhood education podcast

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HiMama Blog - Resources for Daycare Centers

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This is a transcript of the Preschool Podcast, episode #15 "Immigrant and refugee children in childcare".

Ron SPREEUWENBERG:

Hi, I'm Ron Spreeuwenberg, co-founder and CEO of HiMama. Welcome to our podcast about all things early childhood education.

In this week's episode we discuss the complex issue of managing immigrant and refugee children in the child care preschool setting. Children new to your home country may experience culture shock, especially those who have experienced difficult circumstances in their past. Our guest Julie Dotsch is an expert and an author on the subject of adapting programs for immigrant and refugee families. She discusses strategies for helping children to deal with change including the importance of encouraging the use of their first language and just how critical parent presence is when managing child transitions into preschool through gradual separation.

To learn more about how to adapt your child care programs to help immigrant and refugee children successfully transition into a new environment. Stay tuned for this week's episode of the preschool podcast.

Welcome to the show Julie It's great to have you as a guest on the preschool podcast. Just to start out maybe you can give our audience a bit of information about your background and how you got involved in early childhood education and in particular interested in diversity and children and families that are coming from a different or unique background or culture.

SPREEUWENBERG: Interesting in so culture shock in children. You said sometimes the children would come through, you know this major change in their life. OK and then other children struggled with the change over the year have you learned more about ultimately what the big difference was or is this still really a big question that's still open for debate.

DOTSCH: Well like any good research you end up with more questions at the end of it. And so it was good research. I would say that the biggest difference we found was the focus of the family. So if the parents were able to clue into their children and their needs and they were able to be responsive they were able to keep their first language at home that made a huge difference because then the attachment the bonding the connection it was all a lot stronger.

I think the other thing that made a difference is if the parents were willing to do a gradual entry so we weren't doing things you know where the parent would come in and half an hour later the parent would leave and go to English classes. The parent was actually prepared properly and was able to stay and do things slowly and do separations inside the room where the parent would be less involved with the child and the caregiver would gradually become more involved. This kind of humane approach made a big difference.

So some children who may have even witnessed violence somewhere had a death of a family member. They obviously they had signs of culture shock. But how long that culture shock stayed before they were able to move on. And if the parent was disconnected from the child, in other words they were going through such culture shock that the sounds they were detached then that made the biggest difference.

DOTSCH:
It's actually stronger than that. It's I think the other part happens all too quickly the integration within culture and learning the norms and all of that what ends up happening often, is that children lose completely their home language and that actually creates problems with family functioning as the child gets older. So you have a parent that may speak to the child in Cantonese and the child understands things but answers in English. So that is like a language loss and that is to be avoided at all costs because the connection between maintaining your home language maintaining your identity and feeling a member of your family having the humor having all of the other bonding and attachment is so important. I can't stress that enough.

So children, we have a lot of children that are what we call subtractive bilingualism which means they're not really fluent in either language. So if a parent thinks they're doing their child a great favor and they switch to English at home and they being in the can is maybe six months. After a while it becomes difficult to speak all the time in a foreign language so you speak less and it's less interactive. So sit down eat your food don't bother your brother for long periods where the television is on which also interferes with language development. So it's really important that they don't lose the language base. If a parent is using what we call cursory language which means like they're just telling the child commanding the child to just do this don't bother you know go to bed, whatever. This kind of language is more challenging to keep the bond between the child and the parent.

DOTSCH:

So it's like a complete reversal you know. And so well-meaning teachers will say you know tell parents oh you know only speak English at home with your child and they're actually doing their child a disservice. They don't have any idea and it's not just me, you know Jim Cummins and you know Alice Honeck there's many others that have done research in this area on the importance of bilingualism.

DOTSCH:

So what happens is that let's say the parent has errors in their speech. So they say "you no go now" . So the child is learning a rhythm or pattern of inaccurate speech. So that has to be corrected at some point.

DOTSCH:

In some way it may occur naturally but it often needs extra help. The second thing is that the child's sense of abandonment if they were using let's say the child was two and they came to Canada and they were using and they were singing and they were laughing and their association with grandparents and their home language or whatever. They come to the new country and not only do they have to go through the weather changes and the loss of toys and loss of people but now they have to go through a loss of language. So their ability to make their needs known, if before they could say you know mom it's not fair, or whatever, or I'm hungry or something. They are now at a point where they're having to regress in English because they have to they will go backwards like a toddler and go to get what they need. Because they don't know how to express it in English.

SPREEUWENBERG:
Yeah. One of those things you just don't realize how all the ripple effects I guess all the consequences of that one point. We work in the field of early childhood education. You spend a lot of time in the field of early childhood education.

How should early childhood educators think about this? What can they do for example to help children and families that have come in to their child care program or early learning program who have come from this type of a situation maybe they're refugees or they're new immigrants to the country.

DOTSCH:

That's a very big topic. But what I would say is that anything that they can do to help and encourage the families to keep their language. We've already mentioned this but there may be bilingual books. There may be tapes that a parent could make. So that's the language part. The thing that makes the biggest difference is the gradual separation. So making sure that parents have information in their first language and if they have literacy difficulties making sure that somebody interprets it and using plain English or using their first language.

So the gradual separation and having the families on board and the staff, the early educators knowing absolutely 100 percent in heart that they couldn't do anything else that they shouldn't do anything of that they should never do anything cold turkey. So you know if you're just going to have a parent coming you've got a two year old and you're just going to have the parent come stay for half an hour and say goodbye and go. It's got a lot more long term harm than anything you could imagine. There are very few things that would be worse than that. And because the culture shock makes the normal separation anxiety that children feel when they're in a new situation. It's like a hundred times worse for refugee children. So refugee children may have been pulled away from their parents. They have witnessed violence they may have seen a country of asylum they may have had parents missing for a period of time they may have gone through a traumatic experience like a child who's hospitalized and the parent wasn't able to stay. So it's a very severe thing. So having gradual separations is probably one of the core beliefs for me.

DOTSCH:

So the first day gives you that. How did the child do. Could they be unglued from their parent's side. You get the parent to sit. Suddenly the child is more relaxed and they know where to find the parent and there's no sneaking out there's no you know none of that stuff because you're building trust. And then depending on that when the child is able to play at least five minutes before they look for their parent that means that they're ready for the first separation. And so the first separation is 10 minutes. Our research told us five minutes was too little and 15 was too much. So five minutes. The child doesn't really get that there is you know, they think if they cry really hard the parent will come back. The 15 minute children lose hope and despair and then you can get into one of the more serious problems with culture shock which is lack of face tone and lack of emotional tone.

So if you've ever visited an orphanage in other countries or something like that you see a lot of children with very, what I would call emotionless faces. And that can begin to happen with children who have too long a time and they lose hope. In my opinion the key things are the gradual separation and the home language and then a lot of interaction with the caregiver without having a lot of English. So using our animation and all these tools that we know how to use with young children, expressiveness and hiding things and having them peak out having objects that make sounds you know like a train to go Chk Chk Chk Chk Chk or you know a clock, click click click, although most clocks don't do that anymore. But having something that was simple things that engage children and allow for them to become interested in the caregiver. The first separations would actually happen inside the room where the parent is playing less with the child. Gradually less, just becoming a bit more passive and letting the caregiver do a bit more. So at the beginning the caregiver would be on one side of the parent and the parent the child on the other side of the parent and then gradually as the parent does less, and I asked them to pull their chair back a little and then as the child shows their willingness to tolerate this and become interested then gradually the parent is at the wall sitting on a chair and the child knows they can go to them.

So the trust is there. And then they are ready they're ready when it's five minutes or if they can get up and change to another part of the room that's another indicator. So if they've been playing with puzzles and they get up and they want to play with cards or something else they're able to transfer to a different toy. That also it's a very good indicator.

DOTSCH:
Yeah I would say that being relaxed with your circles with your routines having transitional have a having as few transitions as you can. Transitions are very hard on refugee children. So if you have these little schedule tight tight schedules with you know 20 minutes of box and half an hour of free play and five minutes of I don't know. And then half an hour and circle all of these transitions are very difficult for children who don't know what's going on. So having pictures drawings or photos, drawings works really well of what your schedule is. So you know if you have I don't know painting time or something and then you have books and so on. I like what they call seamless transitions which means that instead of stopping everything tidy up everything and especially not flickering the lights on and off and then you know to signal tidy up time or something. I like I like just gradual tidy. And then we move on to the next thing and not making it very big deal.

Because that's a lot easier for children especially. Outdoor play is very traumatic and if you haven't been in a cold climate before you're coming from a hot climate that's going to also be difficult. So allowing them to be the last children that get dressed and the first ones to come back in also means that the caregiver can give a bit more attention during the dressing time and depending on the culture. There are lots of other families that have different values and beliefs than caregivers. So for example in early childhood we think independence is everything. So we have our screening tools in our assessments and everything.

When can the child walk and eat and talk and do everything on their own. Because that's the big goal is this independence and many other cultures value interdependence and so being responsible for each other being connected to each other siblings caring for other siblings is very different. Different set of values. And so recognizing the strengths that a child has, maybe in their home they were taught to stand, to lie still. So the parent could dress them which made it very fast and efficient and it worked. Instead of insisting that a child has to do you know all the zippers and everything so be relaxed with it and just you don't recognize that some children need a bit more help and working together with families and not undermining family values and family practices but looking for the strengths of them learning from parents. Imagine that. So those are all sort of an attitude I guess. How do you start.

You know I think also expecting that children that are going through culture shock it's going to be some time before they're ready for friends. So not really not assessing children too early. Refugee children in particular are vulnerable to being over identified for special needs.

SPREEUWENBERG:

As someone who knew very very little about the subject before the conversation I feel like I've learned a lot. However if I was an early childhood educator working in the classroom and I had you know a family coming into my program that is maybe a refugee family or a new immigrant family I would feel like I would want to learn a little bit more about this. Yeah if it because it does seem like there is quite a bit of complexity behind it actually. When you get into it now if I did want to learn more you mention that you do workshops. You know what can you recommend for early child educators. But where to go to learn more about practical ways to manage your families and children in this situation.

DOTSCH:
- So I guess about two or three years ago I finished a book and it's called Supporting the Settlement of Young Immigrant Children and their Families. it's all filled with practical ideas. So it gives you examples of things that didn't go so well and another way to do it is got is it's very readable and it's made for people working directly in the field and they could purchase that book from CMAS Canada. And I think it's like 30 bucks or something and maybe I don't know, 35 maybe. And I'm not I'm not getting any royalties It's not about that. But there's a lot of practical stuff now at that same Web site, they also have a lot of online resources they have online courses. They have a lot of my material like factsheets and things. So it's CMAS Canada.

SPREEUWENBERG:
And the best way for people to get in touch with you is that your e-mail. Oneworld@simpatico.ca.

DOTSCH:

I think I think one of the things that's very exciting to me is the standardization of programs. I went into a program in the 70s thinking that I was just helping a child to adapt to a new setting. And I walked in and there was a child in the stroller and the child was coming to me without knowing me at all trying to get out of the stroller and I asked how long has the child been in the stroller. And they said oh three hours. And I just II was so stunned I didn't know what to do. So I reported it to the Board of Education that was involved in it.

And from that early start I made a presentation to people and then I worked with colleagues trying to get standards for the field. And the fact that they now have standards they have a monitoring system they have support systems. It's now much more professional that there are all these training opportunities that they have you know conferences and workshops and things. I also like the continuous learning that's happening the requirement of the College of early childhood education. I think it's a good one because it means that people that have used outdated techniques that are still saying you know change to English at home. Those people didn't have access to more training so that they can learn what is appropriate and what's not. And the children are what keep you alive.

DOTSCH:
Those feeling that every day is different that it's a special career and there's much more respect and knowledge about it in the community. When I was when I was starting out it was sort of like not quite shame but certainly not a lot of pride to be an early childhood education.

And even now I start teaching maybe five years ago at the college and even some of those students they had to explain to people I'm not a babysitter. Right. So it's you know it's coming. The profession is coming.

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Immigrant and Refugee Children in Childcare

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This is a transcript of the Preschool Podcast, episode #15 "Immigrant and refugee children in childcare". Check all episodes of The Preschool Podcast Ron SPREEUWENBERG: Hi, I'm Ron Spreeuwenberg, co-founder...

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All Ukrainians arriving in England will be able to access NHS healthcare free of charge, including GP and nurse consultations, hospital services, and urgent care centres. Ukrainians coming to the UK will also be offered COVID-19 vaccines and medical screenings.

Healthwatch Norfolk has produced a page of useful information and resources about the NHS and how to access health care services which have been translated into Ukrainian.

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Information for refugees from Ukraine - Norfolk and Waveney CCG

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You will find in this category news and articles published by the CCG.

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Link to Ukrainian translated leaflet for families including tried & tested family skills interventions and parenting resources , University of Manchester

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Link to Ukrainian translated leaflet for families including tried & tested family skills interventions and parenting resources , University of Manchester

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University of Manchester Psychologists use Syrian experience to help Ukrainian families – including useful link to Ukrainian translated leaflet for families including tried & tested family skills interventions and parenting resources

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Psychologists use Syrian experience to help Ukrainian families

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We aim to share this vital information through any channel possible so that parents and caregivers are able to best support children through conflict, flight, displacement and eventually resettlement to somewhere new. We appeal to journalists and the public alike to use every opportunity to help to spread this vital information and help families and children affected by the terrible war in Ukraine

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Psychologists use Syrian experience to help Ukrainian families

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A two-page leaflet developed from the experience of displaced Syrian parents in the country's civil war has been translated into Ukrainian in the hope it will make a difference to struggling families.The leaflet is based on the research of Dr Aala El-Khani, a University of Manchester psychologist and parenting trainer who developed numerous fa...

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How to support refugee children in early education [A Famly publication]

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How to support refugee children in early education [A Famly publication]

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A very good, accessible and concise guide for providers by Angele Sancho Passe

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How to support refugee children in early education | Famly

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Show children the world is a nurturing, gentle place.

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Top tips for early years educators to support refugee children by Lorelli Mojica

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Top tips for early years educators to support refugee children by Lorelli Mojica

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Background info about refugee children & 7 top tips to support refugee children in your setting

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(Picture: Pixabay CC0)

According to a recent report by Unicef, at the end of 2020, over 33 million children have been forcibly displaced. Syria, Afghanistan and South Sudan were the main three countries that half of all the child refugees in the world were coming from. Today about 1 in 514 people in the UK are refugees.

In the UK, 15 hours a week are free for all children aged three and four years old. Free childcare from two years old is available for some children from migrant families, for example, refugee families who receive certain types of support. The displacement will have disrupted many childhoods, but access to good quality early years provision can offer a wealth of benefits to young children and a haven and security that they need following their displacements. Although some children will not have had access to early years education, in the countries from which they have been displaced, early years education and the play opportunities that you provide will certainly be valuable for the children who have had their lives disrupted. This article will explore:

How early years education can support refugee children

How you can help refugee children in your setting

How can early years education support refugee children?
Early years education will:
Provide continuity and normality for the children who have experienced chaos and upheaval in their early lives. Play activities in the early years will help relieve stress for children and support the child's wellbeing. It is a tool that children can use to act out their experiences and make sense of their world and what they've been through. Play will also allow children to connect to prior knowledge and experiences as play is universally understood.

Provide the support for refugee children to build trusting relationships with other adults and children, Conflicts and struggles from which many refugee children have escaped from, may have caused a distrust towards adults. Your ability to provide a safe, secure environment will help children rebuild this trust once again. Play activities can help children make sense of their own experiences by allowing them to act them out, at their own pace and in their own way; activities like role play are excellent tools to help refugee children do this.

Provide security and a sense of belonging for young refugee children by supporting the children to make friends with the other children in your setting.Play can help overcome the barriers to making friendships with other children because it can be both verbal and non-verbal.

Support children's opportunities in the longer term. Early years education, will help refugee children develop the necessary skills needed to access the next stages in education and be on an equal playing field with others in their class. This foundation of key early skills will help children achieve better learning outcomes and to become active members of society.

Help children develop the emotional and communication skills to better express emotions; such skills will also help children integrate with peers and members in their new communities.

Help support refugee children's communication and language development through song, stories, rhymes, and play and social interactions.

(Picture: Pixabay CC0)

How can you help refugee children in your setting?

1. Understand the difficulties that a refugee child may have, to adapt to their classroom environment. Some of these children will have lived in unsettled environments and moved from place to place before arriving in the UK. Some children will have had to leave their parents; some would have experienced first-hand the destruction of war and conflict in their home countries, so they may have initial difficulties focusing or coping emotionally when they start in your setting.

2. Find a variety of stories that can help support refugee children. Stories are a powerful way to help refugee children see others who have been in similar situations, and also a strong tool to help other children in your class understand children's lives that are different to their own.

3. Help refugee parents understand the early years in the UK, as they may not understand the expectations, as they are new to the UK. Work with refugee parents to understand the importance of supporting their child's early years education.

4. Your relationship with your parents is important to be able to help children, therefore communication between you both is vital. Some parents may be reluctant in supporting their child's early education for varied reasons. Some may feel that they may be rehoused somewhere else in the near future, and see this as a reason for not engaging with you to support their child. Find out whether there are other bi-lingual support staff or other parents who can help overcome language barriers with parents. Parents may want to help their child, but language barriers may hinder this. Encourage the continued use of home language to strengthen the child's language development. Some parents may be unaware of how beneficial it is for children to do this.

5. Encouraging regular attendance to the nursery. This will help provide the stability for refugee children that they have been missing, whilst being displaced from their homes.

6. Understand that some refugee children may initially struggle with some skills, such as taking turns, sharing, or following rules and basic skills. The children's existing worries and fears may cloud these abilities. Once children feel in a safe place physically and emotionally, it is then that the children will be better equipped to develop these skills. Most will need time, space and opportunities to do this. Young refugee children will need plenty of play opportunities and possible support through interventions to help bridge gaps in learning.

7. Sticking to routines in the setting can help provide a feeling of security and safety for refugee children. The provision of visual timetables will add an extra element of security for children to know what will happen next in their day.

Although it may not completely remove the scars of trauma, good quality early years education will help young refugee children who have experienced displacement, develop the skills that will help them overcome adversity; and it will support their wellbeing and healing process.

You may like these resources by Twinkl to support children:

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How can early years education support refugee children?

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(Picture: Pixabay CC0) According to a recent report by Unicef, at the end of 2020, over 33 million children have been forcibly displaced. Syria, Afghanistan and South Sudan were the main three countries that half of all the child refugees in the world were coming from.

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How Ukrainian children understand the war, written by Zoeann Murphy and Dan Rosenzweig-Ziff, published by Washington Post, March 15, 2022

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How Ukrainian children understand the war, written by Zoeann Murphy and Dan Rosenzweig-Ziff, published by Washington Post, March 15, 2022

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How Ukrainian children understand the war in their own words and drawings, new refugees share what they have been through (including video footage)

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UNICEF: In Ukraine, children and families caught up in the chaos of war

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UNICEF: In Ukraine, children and families caught up in the chaos of war

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Like scores of Ukrainians who are trapped in their home cities, Alevtina and her daughter have spent a month sheltering from the shelling.
One month of war in Ukraine has led to the displacement of 4.3 million children – more than half of the country’s estimated 7.5 million child population.

Of the 3.2 million children estimated to have remained in their homes, nearly half may be at risk of not having enough food. The situation is even worse in cities like Mariupol and Kherson, where children and their families have now gone weeks without running water and sanitation services, a regular supply of food, and medical care. They are sheltering in their homes and underground, waiting for the bombs and violence to stop

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In Ukraine, children and families caught up in the chaos of war

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Like scores of Ukrainians who are trapped in their home cities, Alevtina and her daughter have spent a month sheltering from the shelling.

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A summary of what was said by UNICEF Spokesperson James Elder at a press briefing at the Palais des Nations in Geneva 15th March 2022

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A summary of what was said by UNICEF Spokesperson James Elder at a press briefing at the Palais des Nations in Geneva 15th March 2022

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"Particularly shocking" - Every single minute, 55 children have fled their country. A Ukrainian child has become a refugee almost every single second since the start of the war.

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GENEVA, 15 March 2022 - "Since February 24, scores of children have been killed in Ukraine. Many more have been injured.

"And more than 1.5 million children have fled the country.

"Putting this last statistic another way, on average, every day in Ukraine from the start of the war, more than 75,000 children have become refugees. Every day.

"This last number is particularly shocking. Every single minute, 55 children have fled their country.

"That is, a Ukrainian child has become a refugee almost every single second since the start of the war (February 24.)

"This refugee crisis is in terms of speed and scale, unprecedented since the Second World War, and is showing no signs of slowing down.

"Like all children driven from their homes by war and conflict, Ukrainian children arriving in neighbouring countries are at significant risk of family separation, violence, sexual exploitation, and trafficking.

"They are in desperate need of safety, stability and child protection services, especially those who are unaccompanied or have been separated from their families.

"The safest and fastest way out of this catastrophe - indeed the only way out of this catastrophe - is for this war to end, and to end now.

"Until then, attacks in civilian areas and on civilian infrastructure must stop.

"They must stop because they're claiming lives.

"They must stop because they're forcing people to forgo essential health services despite catastrophic needs.

"They must stop because they're causing children to miss school.

"They must stop because millions of children remain in areas of conflict in Ukraine.

"I have just spent two weeks in Lviv, in Western Ukraine, speaking to some of the mothers, fathers and children who have fled for their lives, and some of the frontline workers trying to help them.

"When I asked pediatricians in Lviv - who had received 60 children from hospitals in Kyiv overnight - how they were preparing, they explained their training in prioritization: If large numbers of children come with wounds of war, the doctors use stickers to prioritise treatment. Green sticker - leave the child for now; yellow - the child needs medical assistance now; red - the child is critical; black sticker - they will not be able to save the child.

"UNICEF continues to have a team on the ground in Ukraine and to send in essential supplies. Over the weekend, another convoy arrived in Ukraine. This time 22 trucks with 168 tons of supplies, including midwifery kits, surgical kits, obstetric kits, oxygen concentrators, cold boxes, as well as blankets and winter clothes, water, sanitation and hygiene kits, dignity kits; early childhood education kits and adolescent Kits.

"Meanwhile, mobile child protection teams are being expanded from 9 to 47 to scale-up protection and psychosocial services for children across Ukraine.

"Our support of course stretches across borders, to some of those 1.5 million child refugees. We are setting up more and more Blue Dots safe spaces - in partnership with humanitarian partners and local authorities - to provide critical support and protection services for children and families. We have messaging on safety and unaccompanied children from chat bots in Ukraine to Facebook; we have delivered hygiene products to refugee centres.

"But we must be clear: despite tireless efforts from volunteer grandmothers to Governments, scouts to UN agencies, so long as this war continues, the situation for Ukraine's children will only get worse."

#####

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"Particularly shocking" - Every single minute, 55 children have fled their country. A Ukrainian child has become a refugee almost every single second since the start of the war.

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GENEVA, 15 March 2022 - "Since February 24, scores of children have been killed in Ukraine. Many more have been injured. "And more than 1.5 million children have fled the country. "Putting this last statistic another way, on average, every day in Ukraine from the start of the war, more than 75,000 children have become refugees.

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Child Refugees From Ukraine Are Already Showing Signs of PTSD, By Anya Zoledziowski (Pub. Vice World News)

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Child Refugees From Ukraine Are Already Showing Signs of PTSD, By Anya Zoledziowski (Pub. Vice World News)

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“When he heard the ambulance sirens passing by, he was already asking if they needed to run to shelter,” a psychologist said of a 9-year-old Ukrainian boy in Poland.

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Child Refugees From Ukraine Are Already Showing Signs of PTSD

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"When he heard the ambulance sirens passing by, he was already asking if they needed to run to shelter," a psychologist said of a 9-year-old Ukrainian boy in Poland.

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Talking to children about war and conflict by Beacon House

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Talking to children about war and conflict by Beacon House

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This resource is for all adults supporting a child to digest the impact of war and conflict on them as individuals, on communities and on the world.

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Refugee support & advice published by Islington EYFS Team

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Refugee support & advice published by Islington EYFS Team

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Support & advice pack for early years practitioners

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Report: Refugee Access to Early Childhood Education and Care in the UK

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Report: Refugee Access to Early Childhood Education and Care in the UK

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This report was written for the project “Multilingual early childhood education and care for young refugee children”, funded by Erasmus & published 2018

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UK Trauma Council - Supporting refugee children who have experienced trauma

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UK Trauma Council - Supporting refugee children who have experienced trauma

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Improving outcomes for refugees and asylum-seeking children and young people requires action from us all.

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Resource list updated 28 March 2022.

Dr Sarah Davidson MBE, Head of Psychosocial & Mental Health at British Red Cross | 6 December 2021.

Improving outcomes for refugees and asylum-seeking children and young people requires action from us all.

Information and resources to help you get started.

As a result of war, conflict and lack of resources, the past 10-15 years has seen a huge increase in the number of people making life-changing and often treacherous journeys to Europe, seeking asylum and refuge. Following the recent Afghan crisis, the UK government resettled 8,000 people with a commitment to resettle 25,000 Afghan nationals over the coming years [1], [2]. This is in addition to 125,000 'work in progress' asylum cases, including 2,773 applications for unaccompanied asylum-seeking children (UASC) from 2020 alone [3], [4]. Our existing support systems are struggling to respond.

Organisations, practitioners, and educators who support children and young people, in any capacity, must increase awareness of trauma in young refugee and asylum-seekers. We must work together to maximise relationships and resources to improve the support offered to each child or young person as they arrive and in the years that follow.

Below is a brief summary of some of the traumatic experiences refugee and asylum-seeking children and young people may experience and a curated list of resources that might help you as you provide support.

Traumatic experiences of refugee and asylum-seeking children and young people

Many asylum seekers and refugees will experience traumatic events and losses [5], [6]. This may include exposure to violence, often for prolonged periods of time, and separation from family members. They may have fled impending war, on short notice, and been exposed to many adversities [6]. A literature review found that children seeking asylum in Europe experience a range of mental health difficulties, including post-traumatic stress disorder (PTSD), depression, self-harm, and behaviour problems [7].

After people arrive, difficulties with social isolation, loss of family, community and culture, and challenges accessing social and health services may continue [8]. These difficulties are often compounded by challenges with language, and a lack of understanding of the legal process and their rights as migrants. Asylum seekers and refugees may also experience attacks and hostility in their new country [6]. External life stressors such as family difficulties, housing instability and worries about the asylum process were found to cause distractions and reduce motivation in education for young asylum seekers in the UK [9].

Resources

The following resources aim to support children and young people seeking asylum or living as refugees in the UK who have experienced trauma.

Beacon House | Talking to children about war and conflict (PDF) - Guidance for adults supporting a child or teen on how to respond to their reactions and questions.

British Red Cross | Afghanistan - Information and support for people from Afghanistan settling into life in the UK. Resources translated into Dari and Pashto. Includes information on the Red Cross' Family Tracing service, videos about life in the UK, and information on how to contact ARAP, the Afghan Relocation Scheme.

British Red Cross | Help for Ukrainian nationals - Information and support for people from Ukraine, including the family migration visa and the Ukrainian family scheme. Download 'Advice for Ukrainians arriving in the UK' and 'How to talk to children about war' in Ukrainian.

Coram Children's Legal Centre | Immigration, asylum and nationality - Legal casework advice, assistance, and legal representation as well as a range of free resources and online information on issues affecting children subject to immigration control.

Doing What Matters in Times of Stress (who.int) - A free stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. It has been translated into 19 languages, including Arabic, Chinese, Dari, Farsi, and French.

European Society for Traumatic Stress Studies | Helpful resources for mental help professionals and persons affected - A list of resources and with links.

GOV.UK | Welcome: a guide for arrivals to the UK from Afghanistan on the locally employed staff relocation scheme - A guide for families arriving under the ex-gratia scheme (EGS) and the Afghan Relocations and Assistance Policy (ARAP). Dari and Pashto translations available.

Mental Health and Psycho Social Support network | Caring for Children through Conflict and Displacement - Resource translated in Ukrainian, Russian, Polish and German. Additional relevant resources translated in multiple languages in the resources section.

National Children's Bureau | Supporting young people leaving care with insecure immigration status (PDF) - Research and evaluation paper on four projects delivered by five organisations working with young people leaving care with insecure immigration status. The report also looks at the impact of the pandemic on young people's ability to access support and the projects' ability to deliver.

Phoenix Australia | Helping a friend or family member after a disaster (PDF) - A factsheet with simple and practical advice for those providing support.

Psychological Society of Ireland | Psychological First Aid for Refugee Care: Helpful Do's and Don'ts (PDF) - A rapid response psychology tool for the general public to assist the response to Ukrainian refugees arriving in Ireland. Includes advice for children and adolescents.

Refugee Council | Children and young people - The Refugee Council offers support to all unaccompanied refugee children who arrive alone in England. They provide asylum and welfare support, help trafficked children and those whose age has been disputed, as well as provide mental health therapy. They offer a range of free resources for practitioners and refugees on their website.

Scottish Government | Age assessment: practice guidance - A trauma informed guide to age assessment. Appendix 4: Trauma-informed Age Assessments covers applying the framework to the needs of unaccompanied asylum-seeking children.

University of East London | Resources on refugee & asylum-seeking children - Mental health resources and guidelines on supporting asylum-seeking and refugee children.

University of Manchester | Information for adults looking after a child or children through conflict and displacement - Two page leaflet developed based on the experience of displaced Syrian parents translated into Ukrainian, Russian, English, German and Polish

Training

Children & War Foundation | Teaching Recovery Techniques training - This training is being used in numerous ways to support child and adolescent asylum seekers. The techniques are based on trauma-informed CBT and have been evidenced to reduce PTSD. The training is designed for non-mental health professionals, including teachers, and includes a 'train-the-trainer' module.

References

1. Schraer, R., Barrett, N. (2021, September 20). Afghanistan: How many asylum seekers has the UK taken in? Retrieved from https://www.bbc.co.uk/news/uk-58245684

2. Home office. (2021). Afghan citizens resettlement scheme. https://www.gov.uk/guidance/afghan-citizens-resettlement-scheme

3. Sturge, G. (2021). Asylum statistics (SN01403). House of commons library. https://researchbriefings.files.parliament.uk/documents/SN01403/SN01403.pdf

4. Home office. (2021). Asylum and resettlement datasets. https://www.gov.uk/government/statistical-data-sets/asylum-and-resettlement-datasets

5. Bronstein, I., Montgomery, P., & Dobrowolski, S. (2012). PTSD in asylum-seeking male adolescents from Afghanistan. Journal of Traumatic Stress, 25(5), 551-557. https://doi.org/10.1002/jts.21740

6. Hodes, M., & Vostanis, P. (2019). Practitioner Review: Mental health problems of refugee children and adolescents and their management. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 60(7), 716-731. https://doi.org/10.1111/jcpp.13002

7. Flood, C., & Coyne, I. (2019). A literature review of the psychological status of asylum-seeking children: implications for nursing practice. British Journal of Nursing, 28(7), 461-466. https://doi.org/10.12968/bjon.2019.28.7.461

8. Goosen, S., Stronks, K., & Kunst, A. E. (2014). Frequent relocations between asylum-seeker centres are associated with mental distress in asylum-seeking children: a longitudinal medical record study. International Journal of Epidemiology, 43(1), 94-104. https://doi.org/10.1093/ije/dyt233

9. Fuller, M., & Hayes, B. (2020). What are the experiences of education for unaccompanied asylum-seeking minors in the UK?. Child: Care, Health and Development, 46(4), 414-421. https://doi.org/10.1111/cch.12764

*updated 9 December 2021

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How to support refugee and asylum-seeking children and young people who have experienced trauma

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Information on trauma and resources for those supporting refugee and asylum-seeking children and young people.

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Speaking with children about the war in Ukraine

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Speaking with children about the war in Ukraine

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Schools of Sanctuary – Guidance & Resources for Parents & Practitioners

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Guidance and Resources for Parents, Carers and Teachers

Over the past week we have all seen headlines and news articles about the conflict in Ukraine, leaving many of us - including children - anxious about what's happening, how it's affecting so many people and what this could mean for the future. Drawing on a variety of articles and resources, in this post we share some advice for helping your child navigate the news they've been seeing and how they feel about it. In short, clarity, reassurance and compassion (both for how your child is feeling and for the Ukrainians affected by conflict) are key.

Let the Child Lead the Conversation

Children will respond differently to this news - some may be particularly anxious, some may be simply curious and others may not be aware. These reactions are also likely to vary by age and so the way in which we speak with children should be shaped by what's appropriate for their age. For this reason, let the child lead the conversation and try not to start the conversation when emotional yourself or before they are ready - this might feed their own anxieties.

Work from what your child already knows, making sure the information they have heard is correct and has come from a reliable source. This is particularly important given the proliferation of misinformation on apps like Tiktok and Instagram where many children and young people access news. If they are keen to learn more, then help direct them to reliable child-friendly sources of information. As you might expect though, it is not helpful to show them graphic images, share distressing stories and give overly complex explanations which might exacerbate their concerns.

Be clear that the child's response and feelings are valid and a natural reaction to the things they've heard. Be careful not to dismiss their concern and allow them to talk about it as much, or as little, as they wish.

It is often helpful to explain that many situations like this have happened before and have been resolved. To help give context for older children, we can also explain that unfortunately other conflicts will happen in their lifetime and are already happening in other parts of the world. Ultimately, when talking with children, parents, carers, teachers and other responsible adults should make it clear that it is not the child's responsibility to resolve this conflict and that there are many people working to help the people affected and bring an end to the war.

Having said that, helping children get involved in a practical way with supporting people affected by the conflict can help them feel like they have some agency and thereby help reduce their anxiety. They could contribute to fundraisers or donation drives for people fleeing the conflict, send letters to local decision-makers asking them to do all they can to bring an end to the conflict and help people seeking safety find sanctuary in the UK, create drawings calling for peace or plant a sunflower garden (the sunflower is the national flower of Ukraine) showing solidarity with Ukrainians.

Other Resources

This advice has been shaped with help from the following articles and resources which we would encourage you to have a look through the better equip yourself for these conversations with the children in your care:
Newsround - A range of resources and videos to help children better understand what's happening in Ukraine
BBC Ros Atkins - A Three Minute Video Explainer (For Secondary-Age Students)
The Metro - How to talk to children about what's happening in Ukraine and World War Three anxiety
The Choices Programme - The Ukraine Crisis (Lesson plan and resources aimed at older secondary age students).
Save the Children - How to Talk with Children about Ukraine New York Times - How to Talk to Kids about Ukraine The Guardian - 'A delicate balance': experts' tips on dealing with Ukraine anxiety in children

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Speaking with Children about the War in Ukraine

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Over the past week we have all seen headlines and news articles about the conflict in Ukraine, leaving many of us - including children - anxious about what's happening, how it's affecting so many people and what this could mean for the future.

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Traumatic Bereavement, UK Trauma Council

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Traumatic Bereavement, UK Trauma Council

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Free, evidence-based resources to support practitioners working with traumatically bereaved children and young people including a short (under 5 mins) animation

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Free, evidence-based resources to support schools, colleges and practitioners working with traumatically bereaved children and young people.

Traumatically bereaved children and young people experience significant distress and difficulties, over and above a more typical grief. Traumatic bereavement can be easily missed or misunderstood by parents, teachers and even bereavement practitioners, meaning that children's difficulties are not recognised.

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

Traumatic bereavement animation

Traumatic bereavement overview

Resources

These resources will give school staff and practitioners the knowledge and tools they need to identify, help and support children and young people experiencing a traumatic bereavement.

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Free resources for school staff and practitioners to identify, help and support children and young people experiencing a traumatic bereavement.

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Nursery offers play sessions to Ukrainian refugee children

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Nursery offers play sessions to Ukrainian refugee children

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West Bridgford nursery offers sessions to Ukraine refugees

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Sarah Bailey said 10 to 15 people want to take up her offer if a Ukrainian family stays with them.

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Children and War Foundation offers training  which enables practitioners to reach out to children by helping them cope with  fear and trauma. 

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Children and War Foundation offers training  which enables practitioners to reach out to children by helping them cope with  fear and trauma. 

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Children and War Foundation has developed methods which enable practitioners to reach out to large groups of children by helping them cope with their fear and trauma.

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When disasters and war strike, so many children are affected. CAW has developed methods which enable us to reach out to large groups of children by helping them cope with their fear and trauma.

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Training & Contact - Children and War Foundation

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Training & contact When disasters and war strike, so many children are affected. CAW has developed methods which enable us to reach out to large groups of children by helping them cope with their fear and trauma. Download training events Training event November 2021: TRT training for unaccompanied minorsSeptember 4, 2021 TRT Training: Rio ...

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Resources on Refugee Children from University of East London

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Resources on Refugee Children from University of East London

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University of East London has produced resources and information on refugee and asylum seeking

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Resources on Refugee & Asylum Seeking Children

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Access to valuable resources and information on the challenges faced by refugee and asylum-seeking children settling in the UK and host countries.

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Guide for practitioners from the Refugee Council

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Guide for practitioners from the Refugee Council

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Reports, briefings, guides and more from the Refugee Council

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British Red Cross: Help for Ukrainian nationals in the U.K.

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British Red Cross: Help for Ukrainian nationals in the U.K.

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Information and support for people from Ukraine, including the family migration visa and the Ukrainian family scheme.

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Applying for a family migration visa

Family members of British nationals can apply for a family migration visa to come to the UK.

The Home Office has announced that some of the normal eligibility criteria has been removed for family members including language requirements and salary thresholds.

Is there a visa sponsorship for displaced people from Ukraine in the UK?

There are multiple sponsorship government schemes in place in the UK that allow people to take in, host, house and provide homes for displaced people from Ukraine.

The UK Homes for Ukraine scheme is a sponsorship scheme that allows people and businesses in the UK to offer homes for displaced people from Ukraine. The Homes for Ukraine application is free of charge.

The Humanitarian Sponsorship Pathway allows individuals, charities, businesses and community groups to sponsor displaced people from Ukraine including those with family ties to the UK.

This new sponsorship scheme allows displaced people from Ukraine to come to the UK and receive support. The Humanitarian Sponsorship Pathway application is free of charge.

If you're in the UK and would like to offer accommodation or housing to/for people displaced by the humanitarian crisis in Ukraine in your home, find out more about the Homes for Ukraine scheme. It's a great way to offer support for people in need.

Are you a British national in Ukraine?

The Embassy is operating a limited diplomatic function from Kyiv, but does not provide in-person consular assistance. If you're a British national in Ukraine and need consular assistance, phone +380 44 490 3660 (available 24/7).
How to contact the Ukrainian Embassy in the UK
The Ukrainian Embassy can often provide help to Ukrainian nationals within the UK. You can contact the Ukrainian Embassy in London by calling 020 7727 6312 or emailing emb_gbh@mfa.gov.uk.

The address for the UK Ukrainian Embassy in London is 60 Holland Park, Kensington, W11 3SJ, London.

Ukraine family scheme

The Home Office has announced a Ukrainian family scheme where British Nationals and people with settled status in the UK can sponsor family members in Ukraine to come to the UK. The Ukraine Family Scheme application is free. You can find out more information about the scheme on the Home Office website.

If you need any assistance, please call the 24/7 free helpline: +44 808 164 8810 - select option 1.

If you cannot contact UK 0808 numbers, please use: +44 (0)175 390 7510.

People are strongly recommended to seek legal advice before they apply for these visas.

A group of volunteer legal professionals with immigration/asylum expertise are available to provide free UK immigration and asylum advice to Ukrainian citizens affected by the current crisis.

Settled is a charity for EU citizens in the UK which can offer legal advice to Ukrainian nationals in the UK looking to bring family members to the UK.

Please email: ukrainefamilyscheme@settled.org.uk.

You can also get more information about legal advice by emailing: ukraine@freemovement.org.uk

Humanitarian Sponsorship Pathway

The Home Office has also announced a Humanitarian Sponsorship Pathway led by the Department for Levelling Up, Housing & Communities (DLUHC).

The Ukraine Humanitarian Sponsorship scheme allows individuals, charities, businesses and community groups to sponsor displaced people from Ukraine, including those with family ties to the UK.

Support for Ukrainian family members arriving in Wales

The British Red Cross offers specialist post-arrival integration support to Ukrainian family members arriving in Wales through the Ukraine Family Scheme.

The project is supported by the Welsh government, and we are working closely with local authorities, statutory and voluntary services to provide holistic support for Ukrainian families in Wales.

We can help with:

advice and support on rights and entitlements:

access to housing services

access to health services

financial support and employment

access to education

support with social integration

support to open a bank account

GP registration

school registration

signposting to local activities

Please contact us via email: RSWalesUkraine@redcross.org.uk or phone - 01633 720 00, option 3.

Extend your permission to be in the UK

Ukraine Scheme

Where an application is made outside the UK for entry clearance under the Ukraine Family Scheme or Homes for Ukraine Sponsorship Scheme, then in certain circumstances the applicant can travel to the UK on a "permission to travel" letter.

This is issued prior to entry to the UK, before providing biometrics and before the entry clearance application is decided.

The applicant will be granted six months leave to enter at the border. Before the end of the six months, the applicant must complete complete Ukraine Scheme Status to extend permission to stay in the UK.

This process is only open to a Ukrainian national with a valid international passport.

Ukraine Extension scheme

The Ukraine Extension Scheme visa allows Ukrainian nationals to live, work and study in the UK and access public funds.

Ukrainians can apply to this scheme if they:

had a valid UK visa, or held one that expired on or after 1 January 2022

permission to be in the UK on or between 18 March 2022 and 16 November 2023.

This route does not currently lead to settlement. This means that time spent in the UK with this visa may not support an application for indefinite leave to remain in the UK in future.

You may be able to extend your stay by switching to another immigration route.

Bringing a pet to the UK

Displaced people from Ukraine are welcome to bring pets to the UK. To protect the health of your pet and other pets, they will need to stay in quarantine upon arrival in the UK for up to four months, or until they meet our health requirements.

The UK government will pay for the quarantine placement, along with the transport and treatment of your pet. Please contact us about your pet before you travel to the UK or immediately upon arrival in the UK Border.

To make the necessary quarantine arrangements for your pet:

Email the Animal and Plant Health Agency on ukrainepettravel@apha.gov.uk and their customer contact team will help you apply.

Call +44 3000 200 301 and select option 2.

You can also apply online on defra.gov.uk.

While in quarantine, your pet will be assessed by a vet. If they are considered safe and well, you may be able to collect them sooner than four months.

Support for displaced people from Ukraine travelling to the UK

Several travel companies are offering free travel to get to the UK:

The Ukrainian Displaced Persons Travel Scheme offers free rail journeys across all train operators in England, Scotland and Wales. All Ukrainians who arrive in the UK will have 48 hours from arrival to access free tickets and complete their journey. You will need to show a Ukrainian passport and a boarding pass or ticket to access this offer. You will also be able to travel for free across London using TfL's London Underground, Docklands Light Railway (DLR), bus and tram services.

Travelling from Ukraine's bordering countries to the UK

If you are looking to travel from Poland to the UK, look at the latest foreign travel advice for arriving in the UK from Poland and support provided for displaced people from Ukraine.

The UK Foreign Office have issued no change in travel advice for visiting countries to the west of Ukraine, meaning that travelling from and entering the UK from Slovakia, Poland, Romania and other specified countries bordering Ukraine is not a risk.

You also do not have to quarantine in the UK when entering the UK from any of these countries.

Is it unsafe to travel to Poland because of the Russia conflict?

Right now, it's generally safe for Ukrainian nationals to travel to Poland. The UK Foreign Office has issued no change in travel advice for visiting countries to the West of Ukraine, meaning that entering Poland and other western bordering nations is not considered a risk.

However, it's always best to check with local and foreign authorities before you travel, as these statuses can change.

If you're travelling to Poland to reunite with your family, we may be able to help you. Refer to our 'How to find missing family' section below for more information.

How to find missing family in Ukraine

If you have lost contact with your family in Ukraine during the conflict and you know they have crossed the Ukrainian border into a neighbouring country (e.g. Poland, Slovakia, Moldova, Romania or Russia), please keep trying to contact them. It may be a temporary loss of contact as they transition to networks in other countries.

If you are unable to contact your family and you think they are still within the territory of Ukraine, we may be able to help you.

Please email findyour_family@redcross.org.uk and provide us with your full name and telephone number. A team member from the International Family Tracing service will contact you as soon as possible.

Ukrainian temporary visas in the UK

The Home Office has agreed UK visa support for Ukrainian nationals in the UK unable to return to Ukraine when their existing visa expires.

These measures will help Ukrainian nationals to extend their stay in the UK without having to leave and re-apply from overseas.

If you're in the UK and unable to return to Ukraine, you may be able to extend your visa or switch to another one even if your visa does not normally allow you to do so.
Find out more about UK visa support
How to claim asylum in the UK as a Ukrainian

Ukrainians refugees already in the UK may be able to claim asylum.
Finding legal advice
The Home Office has recently withdrawn its country guidance on Ukraine for asylum and human rights claims. You will need to seek specialist immigration advice.

You can find a solicitor in the UK on the Law Society website. Search "Legal Issue & Changing Countries", and enter your postcode, town or city.

You can also search for a legal representative regulated by the UK's Office of the Immigration Services Commissioner (OISC) through the 'Find an Immigration Advisor'.

Appropriate legal representatives will be those authorised in the Asylum and Protection category at Level 2 or 3.

Some barristers provide advice directly to the public. Search the 'Find a Barrister' page of the Bar Council.

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government scheme to house ukrainian refugees

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offer accommodation to ukrainian refugees

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offering accommodation to ukrainian refugees

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Help for Ukrainian Refugees in the UK | British Red Cross

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Information and support for Ukranian refugees in the UK. Housing, family reunion and sponsorship schemes and travel advice.

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Psychological First Aid for Refugee Care: Helpful Do’s and Don’ts 

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Psychological First Aid for Refugee Care: Helpful Do’s and Don’ts 

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A rapid response psychology tool to aid the public’s assistance to Ukrainian refugees arriving in Ireland

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Doing what matters in times of stress, World Health Organisation.

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Doing what matters in times of stress, World Health Organisation.

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A downloadable illustrated stress management guide to coping with adversity – available in Ukrainian translation

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If you work with vulnerable women or families who are struggling to provide for their newborn baby please get in touch with us.

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Baby Basics is a volunteer-led project aiming to support new mothers and families who are struggling to meet the financial and practical burden of looking after a new baby. Baby Basics started in Sheffield in the spring of 2009, this centre continues to support families across Sheffield working with a wide range of frontline health and social care professionals. There is an ever increasing network of Baby Basics centres across the country each staffed by a committed team of volunteers. For your nearest Baby Basics please click here.

Baby Basics provides much needed essentials and equipment to mothers and families who are unable to provide these items for themselves; including but not limited to teenage mums, people seeking asylum and women fleeing domestic abuse and trafficking.

Working with midwives, health visitors and other professional groups to provide support directly where it is most needed, Baby Basics volunteers lovingly collect, sort and package a 'Moses Basket' of clothing, toiletries and essential baby equipment as an attractive gift to new mothers.

The aim is to help these new mothers practically and generously, demonstrating the love of God through our care. God is at the centre of Baby Basics as we are inspired and motivated by His heart for everyone. Every day we continue - and every item we send out, is thanks to His kindness, grace and provision.

Our vision is based on Matthew 25:37-40:

Then the righteous will answer him, 'Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? When did we see you a stranger and invite you in, or needing clothes and clothe you? When did we see you sick or in prison and go to visit you?'
The King will reply, 'I tell you the truth, whatever you did for one of the least of these brothers of mine, you did for me.'

Do You Know Someone Who Needs Our Help?

If you work with vulnerable women or families who are struggling to provide for their newborn baby please get in touch with us.

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Baby Basics is a volunteer-led project aiming to support new mothers and families who are struggling to meet the financial and practical burden of looking after a new baby. Baby Basics started in Sheffield in the spring of 2009, this centre continues to support families across Sheffield working with a wide range of frontline health and social care professionals.

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Nursery World webinar: Multilingualism in the early years: Celebrating every child

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Nursery World webinar: Multilingualism in the early years: Celebrating every child

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With the number of bilingual and multilingual children increasing in nurseries and pre-schools in the UK, we will look at approaches that celebrate and support them as well as strategies to ensure all children are engaged in their setting’s language and literacy learning, while looking at how multilingualism can promote inclusive practice and children’s understanding of the world. We will also discuss different ways to work with parents and how digital solutions can be key to pulling everything together.

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Hello and welcome to Nursery World's webinar on 'Multilingualism in the early years: Celebrating every child', in partnership with Polylino.

Polylino is a multilingual digital picture book service for nurseries and primary schools to use with children up to the age of seven.

Multilingualism is the norm on a global scale - more children in the world grow up to be multilingual than monolingual. The latest figures show that England may be heading in that direction - in 2021/22 almost one in three [29.1 per cent] of children in state-funded nurseries had English as an additional language

With the number of bilingual and multilingual children increasing in nurseries and pre-schools in the UK, we will look at approaches that celebrate and support them as well as strategies to ensure all children are engaged in their setting's language and literacy learning, while looking at how multilingualism can promote inclusive practice and children's understanding of the world. We will also discuss different ways to work with parents and how digital solutions can be key to pulling everything together.

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Multilingualism in the early years: Celebrating every child

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Hello and welcome to Nursery World's webinar on 'Multilingualism in the early years: Celebrating every child', in partnership with Polylino. Polylino is a multilingual digital picture book service for nurseries and primary schools to use with children up to the age of seven.

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For information on support in Norfolk... 

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For information on support in Norfolk... 

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Ukraine - Norfolk County Council
Or email... cspcust@norfolk.gov.uk

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Everyone who arrives in Norfolk fleeing the war in Ukraine can get support. We are resettling people in Norfolk with the support of all the district councils.

The Government's Homes for Ukraine factsheet for Ukrainians explains how you can apply for a visa under the Homes for Ukraine sponsorship scheme.

The Ukraine Family Scheme allows applicants to join family members or extend their stay in the UK.

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Everyone who arrives in Norfolk fleeing the war in Ukraine can get support. We are resettling people in Norfolk with the support of all the district councils. The Government's Homes for Ukraine factsheet for Ukrainians explains how you can apply for a visa under the Homes for Ukraine sponsorship scheme.